School Self Review

Neil Mahoney Team Solutions 2010

n.mahoney@auckland.ac.nz

Why do schools self review?

Why do schools self review?

1. We live in an open society 2. Accountability 3. Improvement 4. Knowledge 5. Student outcomes 6. School systems

The Context
NAG 2 requires schools to develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development. It also requires schools to maintain an on-going programme of self-review, including evaluation of information on student achievement. Self review is about continuous improvement.

What the research tells us

Quality self review can improve student outcomes Quality self review can improve teacher performance Increased ownership and participation in evaluation can lead to increased use and understanding of evaluation Improved outcomes are more likely when external and internal reviews are complementary There are no quick-fixes

The KLP
p.23

p.19 p.14 p.16 p.20

School Leadership and Student Outcomes: Identifying what works and why

BES p. 39

School Leadership and Student Outcomes: Identifying what works and why

BES p. 39

What do you know about your schools self review process? How does it work? What is your role?

EROs differentiated review cycle

Based on EROs confidence that the school is providing a quality education for all students and maintaining an on-going process of continuous self improvement Not confident (12 month return) Not yet confident (24 month return) Confident (3 year return) Highly confident (4-5 year return)

What does effective school self review look like?

Decile 2 primary school Principal and DP strong advocates for self review and well supported by staff and BOT Self review is the basis of a successful high performing school High expectations of staff and students Importance of useful data and good data analysis Use of outside facilitators Importance of a clear structure and action plan

What does effective school self review look like?

Urban secondary school Strong principal and leadership team If you care about school improvement, self review is essential Staff and community buy in to school values and direction Belief that all students can reach their potential Began with small steps Targeted consultation and data gathering Proof of strategies was in radically improved student results

ERO refer to three main types of self review. 1. Strategic 2. Regular 3. Emergent

e.g. Reading

Source: Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (Timperley et al., 2007).

One possible review process

Select a strategic area to investigate, e.g. numeracy Gather data Make a diagnosis (interrogate the data!) Make a judgement Determine an area for action Design an action plan Allocate resources and responsibilities Implement the action plan (do it!) Provide progress reports Determine the success of the action Decide what to do next

How does this process compare to what your school does now?

Target(s)
Annual
Action Plans

3-5 Yr Strat Plan Focus on student achievement

Cultural diversity, tikanga, te reo

Vision, mission, values, special character

FOUNDATION

Planning and Reporting

STRATEGIC PLAN FOCUS AREAS Reading, Writing and Mathematics and any other key NAG focus areas for your school as appropriate for the next three to five years

Reading Writing Mathematics Key competencies NZC implementation Assessment, including formative assessment Inquiry learning ICT Maori Pacific Special Needs, including G and T Regular quality Physical Activity Career Guidance Reporting to Parents Reporting to the BOT Self review National Standards Professional Development Performance Management Major property projects Health and Safety Healthy eating

Targets
Targets should be: Based on evidence / data C-SMART: challenging, specific, measurable, achievable, realistic, time-bound Specific targets allow for more objective reviews

31 Targeted students

Teachers

2 Team leaders

Roll 270

DP

AP

Neil Mahoney 2009 n.mahoney@auckland.ac.nz

Principal

QuickTime and a decompressor are needed to see this picture.

BOT

School self review

What place do your schools vision, values, strategic plan, annual plan and targets have in school review? What reference is made to your schools vision, values, strategic plan, annual plan and targets during BOT meetings? During management meetings? What might YOU need to do to raise the profile of these key student achievement documents when you return to school?

Consultation
Many reviews may require schools to consult with stakeholders. Community survey. Likert scale? Maori & Pasifika communities Community focus group(s) Staff survey BOT survey Student survey where appropriate

The National Administration Guidelines (The NAGs)

NAG 1 NAG 2 NAG 3 NAG 4 NAG 5 NAG 6 Curriculum Documentation, Review and Reporting Personnel Finance and Property Health and Safety Administration

What can we review?

Nag 1 - Curriculum NAG 1 action plans Targets Policies / procedures NZC implementation Curriculum areas Implementation plans Student achievement Maori/Pasifika Classroom programmes GATE, CWSN, ELL Assessment procedures Classroom management Physical activity Career education Nag 2 - Review, Documentation, Reporting NAG 2 action plans Policies / procedures Charter (Vision, Maori, strategic and annual plans, targets) Reporting to parents Communication Consultation National Standards (Self Review Tools)

What can we review?

Nag 3 - Personnel NAG 3 action plans Policies / procedures Recruitment, retention Performance management Professional development Complaints procedures EEO Teacher induction (PRT) Staff handbook Nag 4 - Finance and Property NAG 4 action plans Policies / procedures Finance procedures Property maintenance Fundraising 10 / 5 Year property plans Assets / register Vandalism Foreign students policy

What can we review?

Nag 5 - Health and Safety NAG 5 action plans Policies / procedures Risk management Accident register Hazards Road / bus safety Playground safety Student behaviour School rules Animal welfare Internet safety Workplace stress Healthy eating Nag 6 - Legislation NAG 6 action plans? Policies / procedures Attendance / truancy Enrolment scheme Stand downs, suspensions Teacher registration Police vetting procedures Health consultation process

ERO Board Assurance Statements

ERO Board Assurance Statements (2)

ERO Board Assurance Statements (3)

Go to www.ero.govt.nz Select Review Process Select Schools Select Board Assurance Statements

FIVEYEARPROG RAMM OF SELF REVIEW -2014 E 2010

MAJORAREA Curr iculum & Assess ent m 1. Learning Area Review 2. Issues Reiew v
Reviewing:
the impact of our Teaching programmes resources Student achievement Procedures

YEAR ONE 2009

Literacy - Writing

YEAR TWO 2010

Physical Activity/Physical Edu cation Literacy

YEAR THREE 2011

Maths/Numeracy

YEARFOUR 2012
New Zealand Cur riculum Implementation Science English Gifted Education

YEARFIVE 2013
National Standards EOTC/Co-curri ular c

ICT in the curriculum

The Arts Technology Concept Based Integrated Planning

Physical Education Learning Support/Special Needs Social Studies

Library/information skills

Documentation Self Review Pers onnel Assets Finance Property Hea & Safety lth Legislative Compliance Reviewedand upda ted Ann ually

Self Review procedures

Cha and Strategic Plan rter Community Engagement Complaints Asset Register + insur ance Cleaning

Governance Manual

Char er and Strategic t Plan Recruitment/retention Management structure ICT Equipment plan EEO P rogramme Office adm inistration Furniture

Admin folder/Staff Manual Accoun ting/Cash h andling, Finance Procedures

Induction Budget Procedures

(School rebuilt on new site) First Aid Attendance Discip line FirstAid Attendance Safety first aid Open for instruc (length tion of day, year) Student Well-being Key legislation compliance check School routines (Calendar) Enrolment

New Zealand Curriculum Implemen tation Minor Cur riculum Reviews or Teaching p rogrammes and Planning (carried out Annually) Budget Review National Standards implementation Prospectus/ arents Handbook P 10 Year Property plan Health and Safety Procedures School Policies cycle Hazards Register Professional Development Programme Update Personnel Files Annual Plan as part of Strategic Plan Governance Manual update annually

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SCHOOL PROCE DURE: WRITING CURRICULU REPORTS TO THE BOARD M Guidelines

y The Board will publish early in the year a draft schedule for all reporting to the Board in sufficient time for consultation. Please communicate early if this timing does not work for you.

Curriculum R eports
y Curriculum reports to the Board should incorporate: o Reference to the goals or actions set out in the annual plan. o Description of what has taken place, e.g. who, what, when, how many etc. o Any resources purchased in the current year. o A picture is worth a thousand words including photos or samples can make your report real and interesting. o You could take the Board and show them things on site. o You could bring along examples of resources the Boards money has purchased and talk about how we are using them. o If student achievement forms any part of the report, specific reference to Maori and Pasifika children achievement should be included; in some areas gender may be s especially relevant. Please comment on significant features of any achievement figures presented.

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The New NAG

NAG 2A (a) report to students and their parents on the students progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;

 From 2010, schools are required to assess each students progress and achievement in relation to the NS and to report to parents, families and whanau in writing and using plain language at least twice a year. At least one of the these written reports should include
1 2 3 4 The students current learning goals The students achievement and progress in relation to the NS What the school will do to support the students learning What parents, family and whanau can to do support their childs learning

Considering this statement, how would you lead a review of your schools current reporting practices?

The Reporting Tool

Thinking about Self Review, how would you incorporate the Reporting Tool in your Self Review Cycle? Where would it fit? Who would be involved?

What the research tells us

Quality self review can improve student outcomes Quality self review can improve teacher performance Increased ownership and participation in evaluation can lead to increased use and understanding of evaluation Improved outcomes are more likely when external and internal reviews are complementary There are no quick-fixes Now what? Check out your own schools self review process when you return.